Evaluating the Impact of Continuing Professional Development (CPD)

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Participant use of new knowledge and skills Pupil interview Pupil interviews are not used Pupil questionnaire Pupil questionnaires are not used Pupil interviews used for some groups of pupils; outcomes of the interviews used as evaluative of CPD Pupil interview data does not inform SIP, PM, etc. Pupil interview data is not linked to the evaluation of the impact of CPD Pupil questionnaires are used for some pupils Pupil interviews used either for all students or on rotating basis to cover all students; outcomes of interviews clearly linked to evaluation of CPD and planning of future CPD Pupil interview data informs other school functions (SIP, PM, etc.) Pupil interview data is clearly linked to the evaluation of the impact of CPD Pupil questionnaires are used for all pupils, (annually, on a rota basis, etc.). Pupil online feedback Pupil online feedback is not used Observation Observation is not used as a means of evaluation in terms of participant use of new knowledge and skills Scrutiny of work Evaluation of impact of CPD is not considered when work is scrutinised Pupil online feedback is used for some students Pupil online feedback is used by individual teachers Observation of teachers is sometimes related back to CPD events in terms of use of new knowledge and skills Evaluation of impact of CPD is sometimes a part of scrutiny of work Pupil questionnaires are used to track the impact of particular instances of CPD Pupil online feedback is available for all pupils Pupil online feedback is used as data on whole school issues as well as for individual teachers Observation of all classroom staff is related to CPD in terms of use of new knowledge and skills Evaluation of the impact of CPD is an integral part of any scrutiny of work undertaken Emerging Establishing Enhancing 191
Moving on: Participant Use of New Knowledge and Skills Most ticks in the “Emerging” category: Consider the use of some form of pupil feedback as a means of evaluation. This could be discussion with whole classes, conferences with small groups of pupils, online questionnaires. Perhaps this could be combined with the use of questionnaires for teaching staff. ! Consider how any current scrutiny of work might be used as a means of evaluation of impact of CPD; the object here is to allow one process to serve two ends, rather than to add another process ! Consider if your present practice of observation can be expanded to include recognition of the use of new knowledge and skills gleaned from training and development activities. Most ticks in the “Establishing” category: ! Any of the suggestions above which would benefit your school ! Consider widening the scope of your present use of pupil feedback. This might be to include a greater number of pupils, more instances of feedback or a more targeted form of feedback ! Consider how to relate the information gained from pupil feedback to other processes, such as PM or CPD planning Most ticks in the “Enhancing” category: • Any of the suggestions above which would benefit your school 192
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RESEARCH Evaluating the Impact of C
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1. Executive Summary...............
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1. Executive Summary 1.1. Introduct
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The fourth phase of the project was
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expertise within the school and dir
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The interview phase found some enth
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• Schools should be supported in
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• The current arrangements for ev
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3. Methodology A mixed method appro
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3.1. Literature review The literatu
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school size (pupil roll), and demog
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3.3.a. Interview Phase design proce
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4. Literature review 4.1. Introduct
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improvement’ (DfEE, p3) and it of
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Figure 2. Evaluating CPD at Three L
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Day (1999) (see Figure 3) although
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4.2. Effective Continuing Professio
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professional development activities
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acquired. Evaluation of this level
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data needs to be collected from a v
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5. 5. Questionnaire Findings 3 5.1.
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sabbaticals/secondments. Job shadow
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projects, school university partner
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While ratings of CPD leaders and te
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Table 8. Evaluation of different ou
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Table 12. Methods used to evaluate
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CPD leaders also provided more info
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“questionnaires were collated and
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Finally, some respondents linked ev
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5.2.a.f Conclusions on evaluation m
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Table 19. Methods used to evaluate
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‘Following the course on KS3 stra
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2. Discussion Discussion among coll
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CPD experience to subsequent though
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Evaluation that was spread over tim
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‘All my responses to the first qu
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Table 21. Types of CPD do you provi
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Table 22. CPD Providers use of eval
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Table 24. CPD providers’ views on
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Table 26. CPD providers’ views on
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6. Interview Phase Findings The fin
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exemplifies the point that there wa
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“When I first got the role there
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“We have a number of young teache
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new teaching strategies or introduc
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“Children’s learning - that’s
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workers”. If you don’t offer pe
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To this end, a number of respondent
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value to the work of the school: bu
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Lack of time, however, was highligh
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in with their personal, class/depar
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of chipping away: “Yeah, but what
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Participant Reaction In the intervi
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It is interesting that most respond
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the children’s work reflect that
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One head teacher highlighted the va
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“When you get back to school, so
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7. Route Map Development 7.1. Route
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The Route Map is published here as
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Outcomes of Day Two: The outcomes o
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Use of the materials ranged from in
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7.3.e. Inner Circle Responses There
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The implication of this for schools
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is, through accredited courses, acc
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school outcome, so that evaluation
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School focussed questionnaires duri
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Appendix 2. Respondent and Non Resp
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Appendix 3. Comparison of responden
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Appendix 4. Interview Phase Schools
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Appendix 6. Interview Schedules EVA
Page 141 and 142: Needs Analysis and Effective CPD Pr
Page 143 and 144: Head of Department/ Team Leader Rol
Page 145 and 146: Teacher Provision and Role 1. How w
Page 147 and 148: CPD Provider Provision and Role 1.
Page 149 and 150: Appendix 7. Questionnaires CPD Lead
Page 151 and 152: Section 2: CPD evaluation in practi
Page 153 and 154: 8c. When support from the school fo
Page 155 and 156: Always Usually Sometimes Rarely Nev
Page 157 and 158: 21. Would you be interested in work
Page 159 and 160: Teacher Questionnaire EVALUATING TH
Page 161 and 162: 2. When you have participated in CP
Page 163 and 164: ……………………………
Page 165 and 166: 2. Has the effectiveness of CPD act
Page 167 and 168: 13. What is your role within the or
Page 169 and 170: Preface These materials are intende
Page 171 and 172: Capacity building in a school must
Page 173 and 174: Summative evaluation, on the other
Page 175 and 176: Figure 2: A Range of CPD Activities
Page 177 and 178: Participant reaction This is the mo
Page 179 and 180: anch”, or if the usual response t
Page 181 and 182: Assessment scores are one way of as
Page 183 and 184: Participant Reaction Immediate eval
Page 185 and 186: ! Consider how current procedures m
Page 187 and 188: Moving on: Participant Learning Mos
Page 189 and 190: Organisational support and change I
Page 191: Most ticks in the “Enhancing” c
Page 195 and 196: Pupil learning outcomes Scrutiny of
Page 197 and 198: Evaluation of the Impact of CPD Eva
Page 199 and 200: Most ticks in the “Enhancing” c
Page 201 and 202: superficially very much alike - in
Page 203 and 204: Appendix 10. Citations Benfield, C.
Page 205 and 206: Citations for Report Benfield, C. R
Page 207 and 208: Smith, C. L. (2002). "Using continu
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Evaluating the Impact of Continuing Professional Development (CPD)

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